TEACHING POETRY IN JUNIOR SECONDARY SCHOOLS: PROBLEMS
CHAPTER ONE
INTRODUCTION
The term “literature” is an artistic term that refers to imaginative writing in the sense of fiction writing that is not literally true. Literature has also been described as a creative work of art, involving an aesthetic reordering of experience in order to more fully or accurately communicate it.
Any imaginative work of art that is written, sung, spoken, or charted is considered literature. That conveys a specific message in beautiful and woven language with the goal of entertainment. In other words, literature is concerned with beauty, invention, and the artistic use of language to provide pleasure and enjoyment while conveying a message.
Literature is also defined as written works that are studied, such as drama, prose, and poetry. We will focus on poetry in our writing or study. ‘Poetry is the imaginative expression of strong feeling, usually rhythmically the spontaneous overflow of powerful feelings recollected in tranquility,’ according to written words worth.
Poetry is a type of literature that is a record of the writer’s feelings about events, whether physical or not. Poetry’s subject matter can be supernatural (as in J. P. Clark’s Abiku) or simply natural (example Lucys Poem). Poetry refers to a variety of forms in which man expresses himself rhythmically. This is why poetry is a literary art form distinguished from prose by the predominance of rhythm.
Rhythm is an essential component of nature and, by extension, existence, because everything in the world responds to rhythm. Poetry is a unique form of writing or composition that involves the use of imagination, emotion, and intellect to communicate experiments or to interpret human consciousness and existence with unique structure and technical finesse.
Poetry is life because it deals with realities; it deals with man’s imagination, feelings, impressions of the world around him, and the relationship between the world and himself; it is the most personal aspect of literature.
Poetry is more complete in its use of language than prose because it is usually short and to the point.
Poetry is beautiful in its language and dignified in its form. It is also distinct in that it contributes to the foundation of human experience and many facts of life. Warmly, lyrical, poems are usually short and songlike reflective lyric and descriptive lyric are the three main types of poetry.
Narrative poems tell stories, and examples include ballads, epics, tragedies, and monologues.
Dramatic poems tell their stories through the characters’ speech.
Examples of epic, static poems that criticize, ridicule, and correct, such as ballads and sonnets The study of poetry is emotional training, which poetry aims to achieve. Through critical appreciation, we can provide aesthetic satisfaction while also shaping people’s minds. Despite this goal, poetry teaching and learning have created enormous problems by a complete orientation, a revision of ideas, and a general attitude toward poetry.
PROBLEM STATEMENT
The purpose of this study is to conduct a critical examination of the problem affecting the teaching of poetry in Junior Secondary School Classes in Ikpoba Okha Local Government Area, Benin City, Edo State. Teacher evaluation, teaching methods, and student interest in poetry learning
OBJECTIVE OF THE STUDY
The goal of this research is to look into the issues affecting the teaching of poetry in secondary schools in Edo State’s Ikpoba Okha Local Government Area. In doing so, an attempt is made to investigate;
1. The difficulties associated with teaching poetry and
2. The student’s attitude toward poetry lessons.
THE IMPORTANCE OF THE STUDY
It is hoped that when this study is completed, suggestions for improving the art of teaching poetry will be offered in order to solve the problems encountered by teaching poetry, and students will demonstrate a better appreciation and understanding of poems. This study will also assist the state school management board in recruiting trained English and Literature teachers to help with the teaching problems.
HYPOTHESIS
The following hypothesis has been developed for the purposes of this study.
1. Poetry teachers in Ikpoba Okha Local Government Area face challenges in their teaching assignments because the majority of them are not well-versed in poetry.
2. That some of the problems of poetry teachers are caused by students’ linguistic abilities.
3. One of the difficulties in teaching poetry is the selection of advanced poetry for students to study.
4. These problems arise as a result of the incorrect method used by poetry teachers.
5. Students are disinterested in poetry because it is too difficult.
DELIMITATION
This research study is limited to a few selected Junior Secondary Schools in Edo State’s Ikpoba Okha Local Government Area, and it focuses on the problems and relevance of teaching, as well as how this problem can be completely eliminated.
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TEACHING POETRY IN JUNIOR SECONDARY SCHOOLS: PROBLEMS